OnlineSession 1N/A

Unit description

Develops understanding of the role and value of the Board of Studies Technology and Applied studies education curriculum and the rationale and content of the Technology (Mandatory) and Years 7-10 Technology elective subject syllabi. Emphasis is placed on programming project-based units of work which encourage creativity and innovation and designing fair, reliable and valid assessment tasks. Strategies for the management of facilities, resources, equipment and WH&S issues are developed. Strategies for access and equity in the TAS classroom and reflective practice are also developed.

Unit content

  1. Role and value of secondary TAS subjects in the broader school curriculum and their place in Technology K-12 including links between Stage 3 Science and Technology and Stage 4 Technology (Mandatory)
  2. Understanding the holistic approach to teaching TAS subjects
  3. Knowing and understanding TAS Years 7 – 10 syllabi with detailed exploration of Technology (Mandatory) and Design and Technology 7–10 (Stage 4/5) and chosen TAS Stage 5 elective subjects
  4. Pedagogical approaches  for TAS Years 7-10 subjects
  5. Strategies for teaching TAS Year 7-10 subjects
  6. Developing innovative, project based teaching programs (including scope and sequence plans) and units of work for sequential learning in Years 7-10 in Technology (Mandatory), Design and Technology and TAS elective subject
  7. Planning lessons including articulation of clear objectives and outcomes and the inclusion of literacy and numeracy learning.
  8. Designing appropriate, fair, valid and reliable assessment – both for learning and of learning with emphasis on Board of Studies requirements for the Record of School Achievement (RoSA).
  9. Managing facilities, resources and equipment.
  10. Preparation for practical placement including checklist of TAS specific activities to be completed while on professional placement (discussed and assessed in Technology Pedagogy and Curriculum II)

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

Learning outcomes and graduate attributes

Prescribed texts

Session 1

  • Board of Studies NSW, 2003, Design and technology advice on programming and assessment, Board of Studies NSW, Sydney. ISBN: 1 7409 9841 3.
  • Board of Studies NSW, 2003, Design and technology years 7–10 syllabus, Board of Studies NSW, Sydney. ISBN: 1 7409 9276 8.
  • Board of Studies NSW, 2003, Technology (mandatory) advice on programming and assessment, Board of Studies NSW, Sydney. ISBN: 1 7409 9842.
  • Board of Studies NSW, 2003, Technology (mandatory) years 7-8 syllabus, Board of Studies NSW, Sydney. ISBN: 1 7409 9277 6.
  • Owen-Jackson, G (ed.), 2015, Learning to Teach Design and Technology in the Secondary School, 3rd edn, Routledge, Milton Park, Abingdon, Oxon OX14 4RN. ISBN: ISBN:978-1-138-78525-0.
Prescribed texts may change in future study periods.

Teaching and assessment


Teaching method
Tutorial online 1 Hour (5 weeks)
Structured online learning self paced (self paced)
Activities and Exercises50%
Unit of work and lesson plans50%

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information


Commonwealth Supported courses
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Commencing 2019 Commonwealth Supported only. Student contribution band: 1

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